Deconstructing scientific vocabulary for low-literacy students: An action research study

• Autores: Andy Markwick
• Localización: School Science Review, ISSN 0036-6811, Vol. 101, Nº. 377, 2020, págs. 81-85
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article reports on how increasing understanding of the morphology of science vocabulary, by introducing and using affixes, improved students’ ability to recognise key words in examination questions and link these to prior knowledge. As a result, students attempted far more questions and the quality of answers they provided was significantly improved.

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